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<br />O~'l""6 <br />IJU.t <br /> <br />. .',.':;~;;~/'>~ <br />~ . ~..~~<~.~~ ..::.;.-. <br /> <br />'.- :.. <br />-- <br />. .,.' ':. <br /> <br />.- ," <br /> <br />4 HISTORY OF CONSERVATION IN THE MISSOURI VALLEY <br /> <br />than related, they are twins, they are cause and effect, condi- <br />tion and result. The use or abuse of natural resources is the <br />rise and fall of nations, But, insists the reader, these are only <br />general abstract statements, please be definite, how could the <br />course of study be improved? <br /> <br />. <br />.- <br /> <br />;:" . <br /> <br />. ' <br />"\:":':;./;':"::';::'~"::_-':':,':' , <br />;:.... ';-..' .;~:-:.:.:" <br />.p' ,.' '-" :." <br /> <br />If we agree that Latin, as the backbone of all modern lan- <br />guages, is necessary if the high school student plans to study <br />for a profession or scientific work, we would make room in the <br />high school course by moving some elementary Latin forward <br />to the pre-adolescent age, the natural age for the child to ac- <br />quire language. In the high school course belongs Elementary <br />Ecology, a new phase of nature study. Briefly it is the rela- <br />tionship between the living things, the soil and the atmosphere, <br />not their names and data, but the way they live and their rela- <br />tionship one to the other and to 'the soil and water in which <br />they live, Biology and chemistry are closely related to con- <br />servation, In short, conservation could be correlated from the <br />first day in schooL For example, from the first the child with <br />exception of yours and mine, is a little selfish ariimaL Does <br />he not reach with both hands for everything in sight? But, dur- <br />ing the first few days at school, he learns that there are other <br />people who have rights. Nature has made him an extremely <br />selfish individualist. Shall we continue to train him to grab <br />while the grabbing is good? We place for his first writing lesson, <br />"A bird in the hand is worth two in the bush." Why not instruct <br />him from the beginning that two birds in the bush mean a nest, <br />music, harmony and plenty for the morrow? <br /> <br />. ",." <br />. . . ,~. ." <br />;' : -!. ~: ,:.'- ". .. : <br />'::':.," " ," ~.:-. . -, ,- - <br /> <br />". ........ <br /> <br />",".. <br />;. -:.;-". <br /> <br />:;,}: .~~.}\.~,~ ~":.;,,;:~_~/, <br />...... ". ~/.: .:".":::'.i; '-; <br /> <br />~t;j;i*~$ <br /> <br />".'-.'. <br /> <br />Just how much should the history of conservation cover? <br />The central idea must of necessity be the conservation of the <br />top soil. However, as already indicated, conservation is an ex- <br />tremely complex problem and its ramifications are legion. Three <br />illustrations will suffice to indicate and emphasize this fact. As <br />we write this, the forest service has a large force of men with <br />funds recently authorized by a co-operating national congress, <br /> <br />....- -'." <br /> <br />. .".'_.'.' <br /> <br />::/::2',.~:~:'>~).'::;, <br /> <br />..;:;.....f....:....:.....,. <br />